The Faculty Development Programme titled “Critical Thinking: The Core of Holistic Learning” was held on 14 June 2025 from 9:00 a.m. to 1:00 p.m. in the offline mode. The session was facilitated by Dr S. Sridevi, Principal, Chevalier T. Thomas Elizabeth College for Women, and brought together faculty members from various departments.
The programme sought to strengthen participants’ understanding of critical thinking as an essential dimension of holistic learning. Dr Sridevi began by emphasising how critical thinking contributes to the development of a healthy value system grounded in ethical reasoning, integrity, and responsible decision-making. She explained that analytical thinking enhances knowledge, improves problem-solving abilities, and nurtures intellectual curiosity—attributes central to academic precision, clarity, and excellence.
A central component of the session involved an exploration of Socratic philosophy, particularly through Plato’s Apology of Socrates. Participants examined how Socrates (c. 470–399 BCE) employed questioning, reasoning, and evidence as tools for inquiry. The etymology of the term apologia, meaning “defence”, was discussed to contextualise Socrates’ method of engaging in reasoned argument during his trial. Dr Sridevi highlighted Socrates’ insistence that true wisdom lies in recognising one’s own ignorance, a theme illustrated through selected passages from the Apology. These extracts revealed how Socrates challenged politicians, poets, and craftsmen, demonstrating that reputation does not always correlate with genuine knowledge.
Particular attention was given to Socrates’ declaration that “the unexamined life is not worth living”, prompting reflective discussion among participants regarding the moral and intellectual dimensions of self-examination. The facilitator connected these classical ideas to contemporary educational practices, underscoring the relevance of continual questioning in fostering personal and academic growth.
The session further introduced the Socratic method as a practical pedagogical approach. Through examples and guided explanations, the resource person illustrated how systematic questioning and dialogic engagement can be used to uncover assumptions and refine understanding. Faculty members were encouraged to integrate this method into their classroom practices to cultivate students’ reasoning, analytical skills, and intellectual humility.
The programme successfully met its objectives. Participants gained a deeper appreciation of the role of Socratic questioning in developing critical thinking and ethical reflection. The session also offered practical insights into incorporating dialogue-based learning to enhance student engagement and independent inquiry. Students and faculty recognised that genuine wisdom rests not merely in possessing answers but in persistently seeking understanding through thoughtful examination.
Overall, the Faculty Development Programme reaffirmed CTTE’s commitment to academic excellence, ethical reasoning, and lifelong learning. It underscored the institution’s dedication to fostering women who embody intellectual clarity, moral integrity, and an enduring curiosity—principles rooted in both Socratic philosophy and the college’s educational mission.
The Faculty Development Programme on “Classroom Management” was held on 17 June 2025 from 1:30 p.m. onwards in the offline mode. The session was facilitated by Mrs Alima Zehra, Head of the Department of Psychology, and brought together 37 faculty members representing various academic disciplines.
The programme sought to enhance teachers’ understanding of classroom management by equipping them with practical strategies to address diverse learner needs, manage behavioural challenges, and cultivate an inclusive and positive learning environment. Mrs Zehra underscored that effective classroom management is deeply rooted in recognising students’ emotional states, understanding the reasons behind challenging behaviours, and responding with empathy, patience, and professional composure.
The session commenced with an exploration of methods to identify students exhibiting challenging behaviours. Participants were guided in observing behavioural patterns, recognising early signs of academic, emotional, or social difficulties, and understanding the underlying causes of disruptive or withdrawn behaviour. The facilitator emphasised the importance of proactive rather than reactive responses to ensure supportive and well-regulated classroom dynamics.
A significant part of the programme focused on understanding student emotions. Mrs Zehra highlighted how emotional expressions and behavioural responses may arise from stress, fear, anger, or confusion. She also discussed the influence of home environments, peer interactions, and learning difficulties on student behaviour. Faculty members were encouraged to adopt an empathetic approach that builds trust and fosters open communication with learners.
The session further introduced a range of emotion management techniques for both teachers and students. Participants were trained in grounding exercises, deep-breathing strategies, mindfulness practices, calm-down routines, positive reinforcement, conflict resolution methods, and techniques for maintaining teacher composure during tense or challenging situations. These practices were presented as essential tools for maintaining a harmonious, safe, and productive classroom atmosphere.
An important component of the FDP addressed the significance of student diversity and inclusion. The facilitator stressed the need to recognise and respect differences in learning styles, personality traits, cultural backgrounds, and emotional needs. Teachers were encouraged to adapt their instructional approaches to ensure that all students feel included, supported, and valued within the classroom environment.
The programme yielded several valuable outcomes. Faculty members gained a deeper insight into student behaviour and the emotional factors that influence it. They strengthened their capacity for emotional regulation and learned to apply effective classroom management strategies. The session contributed to improved communication and teacher–student relationships, ultimately fostering a more inclusive and positive learning climate.
Overall, the Faculty Development Programme effectively enhanced teachers’ professional skills and reaffirmed the institution’s commitment to nurturing reflective, empathetic, and student-centred educators capable of creating conducive and enriching learning environments.
The Faculty Development Programme titled “From Happy to Heavy – Games for the Soul” was conducted on 18 June 2025 from 1:00 p.m. onwards in the offline mode. The session was facilitated by Mrs Alima Zehra, Head of the Department of Psychology, and attended by 37 faculty members. The programme aimed to enhance teachers’ emotional well-being and self-awareness through reflective games, mindfulness-based activities, and interpersonal exercises designed to nurture a positive and grounded staff community.
The session opened with an exploration of the importance of emotional balance in professional life, particularly within the teaching profession where continuous engagement and responsibility may lead to emotional fatigue. Mrs Zehra emphasised that recognising the internal transitions between feelings of lightness (happy) and heaviness is essential for maintaining psychological resilience and fostering supportive relationships among colleagues.
A series of “Games for the Soul” formed the core of the programme. These interactive activities encouraged mindfulness, reflective thinking, and an awareness of one’s thoughts and emotions. Through these exercises, participants gained insight into their own emotional patterns, identified the “heaviness” they carry, and explored constructive ways to lighten such emotional burdens through expression and awareness.
The Pair Reflection Activity enabled participants to engage in meaningful interpersonal reflection. Faculty members were paired and invited to observe one another, reflect on frequently expressed thoughts, and discuss their emotional responses to these behaviours. This activity promoted empathy, strengthened communication, and enhanced mutual understanding within the group.
The Moment Awareness Exercise guided participants in focusing on the present moment, encouraging them to slow down, observe their surroundings, and experience mental stillness. Mrs Zehra highlighted how cultivating present-moment awareness can reduce emotional strain, improve clarity of mind, and support healthier emotional regulation.
The programme concluded with practical well-being recommendations, such as incorporating meditation, yoga, deep-breathing exercises, time in nature, journaling, creative expression, gratitude practices, and regular emotional check-ins into daily routines. These strategies were presented as effective tools for sustaining long-term emotional health and personal growth.
The Faculty Development Programme had a deeply positive impact on the participants. Faculty members reported feeling more connected to their inner emotions and appreciated the opportunity to express themselves through structured reflective activities. They gained a better understanding of how happiness and heaviness coexist in daily life and learned practical techniques to navigate emotional fluctuations. The session also strengthened collegial bonds, with many teachers describing the experience as refreshing, meaningful, and much needed.
